认知学徒制在高职课堂教学中的应用  

The Application of Cognitive Apprenticeship to Higher Vocational Classroom Teaching

作　　者：杨铁铮[1] 

机构地区：[1]浙江育英职业技术学院,浙江杭州310018

出　　处：《天津职业大学学报》2016年第1期65-68,共4页Journal of Tianjin Vocational Institute

基　　金：2015年浙江省教育厅一般科研项目"认知学徒制在高职课堂教学中的应用"(编号:Y201534168)的研究成果

摘　　要：高职教育以培养技术型、技能型复合人才为目标,其教学必须以训练学生的实践技能、创新能力为核心,强化实践教学环节、促进学生自主学习。认知学徒制是一种以培养学生思维能力、表达能力、探究能力为核心目的教学模式,通过学习情境的创设、教师示范、教师指导、学习共同体的活动以及独立探究等手段,能有效激发学生的学习积极性和主动性。The goal of higher vocational education is to train compound talents with techniques and skills, which means the core of teaching is to train the students＇ practical skills and innovation ability, strengthen the practice teaching link and promote the students＇ autonomous learning. Cognitive apprenticeship is a kind of teaching mode which takes students＇ thinking ability, expressing ability and exploring ability as the core objectives. It can stimulate students＇ learning interest and initiative, through the establishment of the learning situation, the teacher＇s demonstration, the teacher＇s guidance, the activity of the learning community and the independent inquiry, etc.

关 键 词：认知学徒制 高职课堂教学 教学模式 

分 类 号：G712[文化科学—职业技术教育学]